Faculty of Humanities (ETDs)

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    The experiences of caregivers on their involvement in their Children’s learning during covid-19: the case of vlaaklagte Number 2, mpumalanga province
    (University of the Witwatersrand, Johannesburg, 2024-05) Matshiana, Bongi Zanele; Watermeyer, Jennifer; Pretorius, Edmarie
    The outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The pandemic affected the public's mental health and well-being in a variety of ways, including through isolation, job loss and financial instability, illness, and grief. In addition, the COVID-19 pandemic had negatively impacted teaching and learning. In many schools, the curriculum had to be adapted to an online format and parents had to take over the role of teachers and assist their children at home. The study aimed to explore how caregivers perceived their engagement in their children’s learning during COVID-19. The research approach that was utilized in this study is qualitative approach. An exploratory qualitative study grounded in phenomenographic principles. The population that was utilized in this study are the caregivers of school-going learners in Vlaaklagte Number 2 in Mpumalanga who are over the age of 18 years. The sample size was 8 caregivers and the sampling procedure utilized for this study was purposive sampling. The research instrument utilized in this study was a semi-structured interview guide. The researcher’s method of data collection was face-to-face interviews with the participants which included audio recordings that participants consented to. A thematic analysis was utilized as a data analysis technique in this study. According to the findings of this study, the mental well-being of caregivers in Vlaaklagte Number 2 has been significantly affected by the COVID-19 pandemic. A surge in anxiety and stress was noted amongst them, largely due to the high mortality rate and rapid spread of the virus. In addition to this, financial strain caused by job loss and the added responsibility of full-time parenting, supervising children, and ensuring adherence to COVID-19 protocols, further added to their already heightened levels of stress. As a coping mechanism, caregivers relied on their spiritual beliefs. Furthermore technology, particularly Google was utilised by caregivers in supporting their children’s learning during the pandemic. This study highlights the urgent need for post-pandemic assistance and support for caregivers in this community. Based on the findings of this study, caregivers in Vlaaklagte Number 2 faced challenges during the COVID-19 pandemic that were similar to those experienced by their counterparts in other areas of South Africa. The pandemic has exacerbated the impact of past traumas, underscoring the critical need for mental health support. Caregivers who were unemployed or working from home reported heightened levels of stress. Ultimately, this study underscores the significance of prioritizing the psychological welfare of caregivers and ensuring that they have access to mental health resources.
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    Parental Perception of the Impact of COVID-19 on Children’s Psychosocial and Cognitive Development
    (University of the Witwatersrand, Johannesburg, 2023-05) Chopdat, Habeebah; Schutte, Enid
    COVID-19 caused a myriad of global problems. This study aimed to establish whether the COVID-19 pandemic and the preventative measures that occurred as a result thereof had an impact on the cognitive and psychosocial development of 6–13-year-old learners in South Africa as per parental perception (N=31). A mixed methods research design was used, and the data collection occurred through an electronic survey consisting of specifically designed Likert scale items to collect numerical data, along with open-ended questions which were posed to collect qualitative data. The data was analysed by means of t-tests and a one-way ANOVA for the quantitative data analysis, whilst a thematic analysis was used to analyse the qualitative data. The t-tests and one-way ANOVA showed that there were no statistically significant differences in the cognitive and psychosocial abilities of children across gender (p>0.05), school type (p> 0.05), and the amount of school missed (p> 0.05). Certain themes emerged through the qualitative analysis including both positive and negative themes relating to the learning situation during the lockdown; behavioural changes were also evident in some of the sample; however, others did not report any differences compared to pre-COVID-19. Additionally, children were reported to have worries and concerns over the pandemic as well as the effects thereof. This study contributes to understanding the long-term effects that the measures associated with a global pandemic have on children. As per this study, it appeared that children’s development amidst a pandemic was not impacted by their socioeconomic status however, due to certain limitations of this study, including the sample recruited not being an accurate representation of the socioeconomic divide in South Africa, further studies are required.